Orientador: Silvio Donizetti de Oliveira Gallo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T14:41:41Z (GMT). No. of bitstreams: 1 Gontijo_PedroErgnaldo_D.pdf: 747870 bytes, checksum: 9079e191d3536e23dbd9361034e26450 (MD5) Previous issue date: 2008 / Resumo : Esta experiência de escrita se debruça sobre o seguinte tema: explorar potenciais em Deleuze para pensar Educação. Começa com o próprio pensar sobre a experiência de encontros com Deleuze desse que escreve. Apresenta considerações sobre a escrita a partir dessa relação com Deleuze. Pensa a escola a partir do debate sobre sociedade disciplinar e de controle. Localiza conceitos como pensamento, aprendizagem para verificar implicações da relação professoraluno. Traça alguns parâmetros do que pode ser uma abordagem da educação com Deleuze e explora rizomaticamente deslocamentos no seu pensamento produzindo pontos, bifurcações, linhas em diferentes direções. Postula possibilidades de uma pedagogia com Deleuze. Margeia uma apropriação sobre a experiência discente e docente de Deleuze, bem como derivações de sua concepção de tempo. Desloca o conceito de livro-rizoma para o de aula-rizoma, bem como procura desenvolver o deslocamento de literatura menor para o de educação menor e postula a possibilidade de ser ter uma educação menor por meio da literatura. Discute também sobre a docência como ação política verificando a existência ou não de binarismo no pensamento de Deleuze e relaciona esta discussão com a construção de uma proposição deleuziana da dimensão política da prática pedagógica. Explora algumas outras ressonâncias do pensamento de Deleuze para pensar educação, como as ressonâncias do encontro com Spinoza, Hume e Nietzsche. Por fim, apresenta considerações e questões que emergem após o percurso percorrido nessa interação / Abstract : This writing experience focus over the following topic: to explore Deleuzes potentials to think Education. It starts with a reflection on the very contact between Deleuze an the one who draw these lines. It reflects on school from the discussion on disciplinary andcontrolling society. It locates notions such as thought and learning to verify its implications in the relation teacher-student. It delineates parameters of a possible teaching approach with Deleuze, and rhizomatically exploresmovements in his thoughts, producing spots, forks and lines in several directions. It postulates possibilities of a new pedagogy, with Deleuze. It tries to assume Deleuze student and Deleuze teacher, as weel as the flow of his conception of time. It moves the concept of book-rhizome to class-rhizome, and minor literature to minor education, assuming the possibility of a minor education through literature. It also discusses teaching as a political action, checking for dichotomy in Deleuzes thought, and relates those ideas to a new one, a Deleuze proposition of the political dimension of the pedagogical practice. It searches for other resonances of Deleuzes's thoughts on education, as resonances of his meeting with Spinoza, Hume and Nietzsche. At last, it presents considerations and questions that emerges after the the journey of this interaction / Doutorado / Filosofia e História da Educação / Doutor em Educação

Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research. / Prof. C.F. Loock

Over the past two decades, holistic and systemic approaches to second language development have begun to draw the attention of scholars in the field of SLA. These studies are primarily informed by complexity theory, which emerged from the general systems theory. General systems theory, however, has another important theoretical offshoot in social sciences, namely autopoietic systems theory. An investigation of conceptual tools drawn from the latter theory has been absent in the field of second language education. This paper seeks to explore how systemic thinking has improved the field’s understanding of the complexity of the L2 development. It then explores the possibilities for incorporating autopoietic systems theory into complexity thinking to better understand the dynamics of L2 development at personal and social levels. Finally, it will highlight two insights from a systemic analysis of language development in L2 classroom groupings. These insights build on each other to describe L2 development from a systemic perspective. By exploring and bringing together these theoretical perspectives, this paper hopes to shed light on how complexity theory can provide a systemic description of L2 development.

This overview can be summarized as a systematic literature study regarding deliberately arranged teaching about democracy and civic in social education. There is immersive research about deliberation since the 1990´s around deliberative democracy and in which way this model can be used in a classroom with the purpose of forming students into good citizens. The results of this kind of research have been contentious for example some types of researches points towards that some school programs have more advantages in a classroom deliberation than others. Other methods  have  shown  that  deliberative  dialogues  in  the  classroom  is  beneficial  for  developing  broader knowledge among the students. Therefore,  this study will be focused on gathering and categorizing different  types of studies regarding deliberative education amongst students. There has also been an emphasis on showing how this research defines the concept of deliberative education. This  overview  categorizes  studies  with  an  emphasis  on  classroom  climate,  studies  that  focus  on  the teacher’s role as well as studies that focus on the student. The research will show what view the teachers and students have about deliberative education. Such as what positive images and experiences are there and what problems can be found with deliberative education. What effects does deliberative education have on knowledge, values and involvement and is the view unambiguous or is it contradictory. This paper enriches further studies by show holes in the research. Society is in constant change and there are new demands on the knowledge mediation. By compiling results and conclusions this overview can show holes in the research or at least give inspiration to further studies. Since the deliberative dialogues requires different opinions and perspective it can be seen as a method among others to include students to share each other's differences. This can be seen as important especially in regards of future classrooms with a larger variation of people from different backgrounds, both ethnically, culturally, and religiously.

M.Ed. / In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner.

M.Ed. / This research is aimed at investigating problems that educators are experiencing in grade 8 with the implementation of Outcomes-Based Education in township schools, in the Bethal area. The researcher was confronted on a daily basis by a horde of unwilling and unmotivated teaching staff who claimed that they were unable to find their way through the labyrinth of the Outcomes-Based Education programmes. I thus set out to find the reasons why educators in township schools encounter problems with the implementation of grade 8 outcomes-based education. Summarily, the purpose of this study is to suggest solutions to the problems encountered of the implementation of OBE of the five schools in the township The objectives of the study can be stated as follows: · To analyse and understand the problems educators are experiencing in teaching out-comes based education. · To know how to assess the learners. · To understand the concept out-comes based education. · To be able to assist the educators in solving problems

Please read the abstract in the section 00front of this document / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of this set of research studies (including three case studies and a larger non-randomized treatment -- control group quasi-experimental study) was to examine whether or not capacities like these, learned through participation in a mindfulness training (MT) program for teachers, become embodied and show through as changes in teachers' mindful behavior in the classroom -- specifically, their ability to be calm, clear-minded and kind-hearted in their speech and behavior with students in the classroom. These studies used first-person, teacher reports and third-person, observer measures to assess potential MT-program-related impacts on changes in teachers' classroom speech and behavior over time. Results from survey and interview data showed change in teachers' perceptions of their mindful classroom behavior. The case studies showed evidence of change in teachers' calm, clear and kind classroom speech and behavior as rated by observers. Results in the larger study again showed change in treatment teachers' perception of their mindfulness in the classroom over time compared to controls, but no evidence was found for observed changes in speech or behavior in the classroom. Methodological, developmental and intervention-related interpretations and implications of the findings are presented and directions for future research are discussed.

The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.

Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.